Living Well in a World Worth Living in for All : : Volume 2: Enacting Praxis for a Just and Sustainable Future.
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| Place / Publishing House: | Singapore : : Springer Singapore Pte. Limited,, 2024. ©2024. |
| Year of Publication: | 2024 |
| Edition: | 1st ed. |
| Language: | English |
| Physical Description: | 1 online resource (257 pages) |
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Table of Contents:
- Intro
- Acknowledgments
- Contents
- Contributors
- List of Figures
- List of Tables
- 1 Foreword by Dr Uncle Stan Grant Senior
- References
- 2 Introduction: Drawing the Future into the Present
- Harvesting New Presents from Imagined Futures
- The Logic of Hope
- The Organisation of This Book
- Contradictions of Education Versus Schooling and Educational Research Versus Schooling Research
- References
- 3 Whose Well-Being? Deep-Ecological and Posthuman Perspectives on 'World Worth Living In'
- Introduction: Which 'All'? Who?
- Deep Ecology and Posthumanism as the Basis for Well-Being
- Toward Praxis as Planetary Wisdom
- References
- 4 Nurturing Eco-thinking by Leading and Learning from the Future as It Emerges
- Introduction
- Practice Architectures and the Theory U as the Framework
- Data and Method
- Findings
- A World Worth Living in for All
- Realisation of a World Worth Living in for All
- Presencing
- Discussion
- References
- 5 Potential of Students' Voices to Contribute to Education for a Future World Worth Living In
- Introduction
- The Children Are Our Future
- Is Education Treating Them Well?
- Letting Them Lead the Way: Student Voice and Agency
- A Capacity to Aspire
- Bringing Student Voice to Praxis and Practice for the Future
- References
- 6 Democratic Practices with and for Our Youngest Citizens: Early Childhood Education, Agency, and the Education Complex
- Introduction
- The Project of This Chapter
- Democratic Early Childhood Education Pedagogies and the Challenges of Enacting Them
- The Education Complex and Early Childhood Education
- Educators' Pedagogical Practices
- Children's Practices
- Initial and Continuing Education and Professional Learning
- Educational Policy, Administration, and Leadership
- Educational Research and Quality Assessment.
- Families, Communities, and Societies
- The Projects in This Chapter
- Project One: The Emergence and Development of Leading and Leadership (Gibbs)
- Research Project Two: Educator Professional Risk-Taking to Support Children's Rights, Social Justice, and Democracy (Cooke)
- Research Project Three: Participation, Play, and Agency with Infants (Salamon)
- Conclusion
- References
- 7 Exploring "Living Well" Through Children's Play
- Introduction
- The Purpose of Education
- Context and Participants
- Methods
- Analysing Changing Practices of Imaginary Play
- Field Trip to a Finnish Lakeside Forest
- Pretend-Cooking at an Australian School Yard
- Doings Consisting of Purposeful Activities Aiming for a Shared Play
- Built, Found, and Imagined Material-Economic Arrangements of Play
- Respectful and Trusting Relatings Sustaining the Play
- Social-Political Arrangements Nurturing Collaboration and Respect
- Sayings with and Without Language
- Cultural-Discursive Arrangements Enabling Understanding of a Multilingual Group
- Discussion
- References
- 8 A Schooled Life: Dissonant Glimmers for Interruption Amidst the Tightly Constrained Practice of Schooling
- Education and Schooling: A Hazardous Separation for Living Well
- Schooling and Living Well
- Seeking Student Perceptions on Schooling for Living Well in a World Worthy of All
- Glimmers in Student Perceptions on Schooling for Living Well in a World Worth Living in for All: A Space for Interruption to Take a Transformative Activist Stance
- Looking Further into the Perceptions of Children and Young People on Schooling and Living Well
- References
- 9 Living Well in the Aftermath of Separation and Divorce: The Role of Teachers, Schools, and Early Childhood Services
- Introduction
- Data and Methods
- Participants
- Semi-structured Interviews
- Data Analysis.
- Ethical Considerations
- Findings: Living Well for Families Experiencing Separation and Divorce
- Cultural-Discursive Arrangements
- Material-Economic Arrangements
- Social-Political Arrangements
- Discussion and Conclusion
- References
- 10 Practices of Living Well Among Youth in an Arctic Region
- This Arctic Region and Our Questions
- Conditions for Positioning Due to Scaling
- The Dialogue Cafés
- Conversations About 'to Live Well'
- Living in the Arctic Area
- Sustainable Living
- Tensions Between the Centre and Periphery
- Negotiations on Translocational Positionality
- References
- 11 New Pathway to Adolescent Wellbeing: The Case for Online Special Religious Education in Public Schools
- Background
- Adolescent Wellbeing
- Religion
- Significance of Religion in Society
- Significance of Religion to Adolescence
- Significance of Religion to Muslims
- Purpose of Education-Islamic and Western
- Online Learning
- Online SRE-Equitable and Contemporary
- Conclusion
- References
- 12 Education that Makes Life Manageable, Comprehensible, and Meaningful: Experiences of the Monash Access Program, a University Alternative Entry Pathway
- Introduction
- Context: Monash Access Program
- Theoretical Framework
- Critical Educational Praxis
- Sense of Coherence
- Methodology
- Findings
- Experience of MAP
- Manageability
- Comprehensibility
- Meaningfulness
- Discussion: Education's Role in Individual and Collective Thriving
- Conclusion
- References
- 13 Aboriginal Curriculum Enactment: Stirring Teachers into the Practices of Learning from Country in the City
- Introduction
- Why the Theory of Practice Architectures?
- Methodology
- Understanding LFC Through Practice
- Sayings and the Cultural-Discursive Arrangements
- Doings and the Material-Economic Arrangements.
- Relatings and the Social-Political Arrangements
- Changing Dispositions
- System-Wide Practice Traditions Experienced in Schools
- Concluding Remarks
- References
- 14 'Living Well and Teaching Well': Exploring How Beginning Teachers Enact Good Pedagogical Praxis in Their Everyday Practices in Historically Hard-to-Staff Schools
- Introduction
- The Nexus Program: A Pathway to Teaching
- Context of the Research Project
- Education for Living Well
- Case Stories of Teaching Well
- Michael's Story: Feedback
- Claire's Story: Growth Mindset
- Ben's Story: Low Literacy Levels
- Tim's Story: One-on-One Discussions
- Teaching Well and the Practice Architectures of Schooling
- Teaching Well in Semantic Space: Cultural-Discursive Arrangements
- Teaching Well in Physical Space: Material-Economic Arrangements
- Teaching Well in Social Space: Social-Political Arrangements
- Conclusion
- References
- 15 Learning Through Change: What the Pandemic Has Taught Us About Living Well in a World Worth Living In
- Introduction
- The Study
- Findings
- Global
- Community
- Personal
- Discussion
- References
- 16 Conclusion: Forging Future Worlds Worth Living in for All
- Introduction
- Expanding the Boundaries of Education
- Disrupting and Transforming Education
- Exploring Possible Futures in Education
- Educators as Activists
- Making and Seeing 'The World' Worth Living in
- References.